معرفی
MacKenzie R. Stetzer serves as Associate Professor of Physics at the University of Maine, where she is also a member of the Maine Center for Research in STEM Education and Undergraduate Coordinator for the Physics and Astronomy department. Her office is located in Bennett Hall, and she maintains active research and teaching responsibilities focused on transforming physics education through evidence-based practices.
Education:
- A.B. in Physics (summa cum laude), Bowdoin College, 1993
- Ph.D. in Physics, University of Pennsylvania, 2000
Dr. Stetzer's research agenda centers on improving physics instruction through pragmatic investigations of student learning. Her primary focus areas include: (1) analyzing student reasoning through dual-process theory frameworks to develop targeted interventions; (2) examining conceptual development in upper-division analog electronics courses; and (3) studying the high school-to-college STEM transition to inform faculty development. She also investigates TA and K-12 teacher assessment capabilities, mechanical waves understanding, and professional development models. Her work consistently bridges theoretical cognitive frameworks with practical classroom applications, emphasizing research-validated instructional materials development.
Analysis of her 2022-2024 publications reveals a dominant focus on dual-process theory applications in physics education. Approximately 70% of her recent work explores cognitive reflection strategies, reasoning chain construction, and intervention design for persistent challenges like air resistance. Significant efforts extend into collaborative STEM transition research and open educational resources, particularly through multi-institutional projects examining instructional practices and resource implementation. Her methodology increasingly incorporates network analysis and classroom observation protocols to map reasoning trajectories.
Scientific Awards: No specific awards or fellowships were mentioned in the provided materials.
Dr. Stetzer leads collaborative research initiatives including multi-institutional projects with Cornell University, University of Nebraska-Lincoln, and University of Virginia focused on STEM instructional transitions. She facilitates faculty learning communities where instructors implement data-driven modifications to introductory courses. While specific grant details aren't provided, her work demonstrates sustained external funding through extensive publication output and lab infrastructure. She actively mentors junior researchers through the Physics Education Research Laboratory.
She directs the Physics Education Research Laboratory (PERL) at UMaine, which serves as the operational hub for her investigations. The lab coordinates classroom observations using COPUS protocols, develops research-based instructional tools, and manages collaborative projects like the RiSE Center initiatives targeting rural education resilience. PERL maintains strong connections with national physics education research networks and regularly disseminates findings through open-access platforms.
